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New Haven Public Schools Professional Development Day Science

New Haven Public Schools Professional Development Day Science. RICHARD THERRIEN K-12 SCIENCE SUPERVISOR. -DRAFT NEW HAVEN SCIENCE STANDARDS AND PACING GUIDE. -QUARTERLY ASSESSMENTS BASED ON EMBEDDED TASKS. TODAY’S GOALS:. Using science embedded tasks, teachers will

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New Haven Public Schools Professional Development Day Science

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  1. New Haven Public SchoolsProfessional Development Day Science

  2. RICHARD THERRIEN K-12 SCIENCE SUPERVISOR

  3. -DRAFT NEW HAVEN SCIENCE STANDARDS AND PACING GUIDE

  4. -QUARTERLY ASSESSMENTS BASED ON EMBEDDED TASKS

  5. TODAY’S GOALS: • Using science embedded tasks, teachers will • -examine learning goals for experiments. • -review common vocabulary and methods • -conduct instruction in hands-on embedded task experiments • -design embedded task follow-up assessments • -be able to use holistic rubrics to score student work on embedded task follow ups.

  6. FIRST SESSION AM • 8:30 – 9:45 Intro/Direction • -Fill out teacher info form • Auditorium • Whole Group, Table discussion: What makes a good experiment, designing experiments, • common vocabulary • math/science connection.

  7. BREAKOUT GROUPS AM • 10am-12pm Practice embedded task/lab: • seventh grade: matter (staying afloat) A305 • eighth grade: bridges A301 • ninth grade: plastics A308 • tenth grade: enzymes A304 • eleventh + grade: matter (cold packs) A307

  8. ASSESSMENT PM • 1:00- 2:20 break out groups, design/examine assessment questions, discussion on scaffolding to teach skills needed for assessment. Examination of holistic rubric. • 2:35-3:00 group share, draft of initial quarterly assessment.

  9. OTHER INFO • Sign In/Out in Rooms • TEACHER INFO FORM!! Hand in Please at end, with issues/concerns on back • CEU requirements: sign in/out PLUS evaluation form • Science Fair Info at schools • Curriculum groups starting • Embedded task starter kits at schools. • Site based budgets

  10. WHY TEACH SCIENCE?

  11. NEW HAVEN RESULTS 2001 -------> 2006 • GOAL: 12% -------> 12.6 % • PROFICIENT: 52.7%------> 53.7% • Experimentation 6.5/12 -------> 6.8/12

  12. INQUIRY SKILLS 47% of NEW CAPT!

  13. OUR MOTTO FOR OUR KIDS:

  14. EXPERIMENTS • What makes a good experiment? • What are the parts to a good experiment? • What is the scientific method?

  15. SCIENTIFIC METHOD: • finding out something to investigate (the "problem"), • coming up with a theory or hypothesis based on observations: how one property (chemical, physical, environmental, biological) affects another. • designing a good experiment to test the idea, and making a prediction. • conducting the experiment. • organizing and analyzing the results. • drawing a conclusion and stating the validity.

  16. OBSERVE • ORGANIZE • CONCLUDE • repeat

  17. HYPOTHESIS:CAUSE and EFFECT • One property affects another property • (factor, stimuli, characteristic, measurement, observation, etc..), both can be observed/measured.

  18. HYPOTHESIS:CAUSE and EFFECT • Independent and Dependent Variable Variable • "Control" "Responding" • "Manipulated" Measured Result • Input Output

  19. What makes a good experiment?CAUSE AFFECTS EFFECT • All other properties remain the same, they are "controlled". • A "VALID" experiment is one that assures that the result output (dependent variable) is due to the input (independent variable), not to any other factor. • It also has a starting point to compare to, the "control"

  20. PARTS OF AN EXPERIMENT

  21. LIGHT AFFECTS GROWTH • Prediction: more light, more growth • Independent: amount of light • Dependent: amount of growth • Control Group: Room setup with NO light • Experimental Group: Others • Constants: everything else (food, air, etc.. All CONTROLLED)

  22. Thoughts • How do you introduce the important points of experimental design in your science class? • What are some good ways to teach the scientific method and parts of good experiments throughout the year?

  23. CLOSED TO OPEN Test how three different lengths of string affect the period of a pendulum using these materials and this procedure. • Design an experiment to test how the length of a string affects the period of a pendulum using these materials. • Design an experiment to test how either length, mass, or angle of a string affects the period of a pendulum using these materials or others you ask for. • Design an experiment to test how length, mass, and angle of a string affect the period and the slowing down of a pendulum using any materials. • Design an experiment to see what things change how a pendulum swings.

  24. OPEN ENDED LAB ACTIVITIES (examples) • THREE WORDS EXPLAINS IT ALL!

  25. The Math/Science Connection • Independent Variable • Dependent Variable • Both can be a measured property (number)

  26. In Algebra terms: • Independent Variable is the cause, the X • Dependent Variable is the effect, the Y. • These can be stated as a qualitative or quantitative value. The relationship could be expressed as a bar graph, scatter plot, or "line" graph. • Y is a FUNCTION of X.

  27. Data To Graphing • Light: Height • 1 fc 20 cm • 2 fc 28 cm • 10 114 cm

  28. To determine the relationship, a student could find a "best fit" line or curve. • Y= 2X + 10 , so with NO light, the plant would be at 10 cm (Control Group= Y Intercept) • If there is more than one independent variable, bad experiment = Not a Function!

  29. RUBRICS • CAPT LAB RUBRIC (0-12) • Problem (0-3), Design (0-3), Data (0-3), Conclusion (0-3) • Conclusion Includes VALIDITY! • Not a percent score (52+4*x)

  30. OPEN ENDED QUESTIONS • Questions based on someone ELSE’S Lab • Requires student to apply and explain a science concept. • Has more than one aspect to a correct answer, or more than one correct answer. • Requires higher order thinking, and relevant prior knowledge to answer completely.

  31. KEY ESSENTIAL QUESTIONS AM HOW ________ AFFECTS __________ • -How would we help students be able to construct their hypothesis as cause/effect. • -What are the key parts to this experiment? • -After doing the experiment: • What scaffolding do students need? (Prior experiments, experience) • What skills do they need? • Which inquiry/numeracy/literacy standards for our grade does this address? • What extensions can we make? • -What are the key elements of a good lab report? Rubric for scoring lab?

  32. KEY ESSENTIAL QUESTIONS PM • How would we assess students on the skills we identified? • By critiquing another experiment, what are appropriate questions? • Examine sample questions: • Devise 5-10 other open ended questions/ multiple choice questions that address the inquiry/numeracy/literacy skills. • Examine the open ended rubric. • What does a 0, 1, 2, 3 look like for each question? • How do we assess students?

  33. BREAKOUT GROUPS AM • 10am-12pm Practice embedded task/lab: • seventh grade: matter (staying afloat) A305 • eighth grade: bridges A301 • ninth grade: plastics A308 • tenth grade: enzymes A304 • eleventh + grade: matter (cold packs) A307

  34. GROUPS REPORT PM

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